17 Jun HOW DOES STUDENT ACHIEVEMENT DIFFER IN YOUR SCHOOL AND DISTRICT?
Written Assignment 1: How Does Student Achievement differ in your school and District?
Analyze student achievement data in your school and compare it with the student achievement data for your district as a whole. Note differences in the percentage of passing rates. Go back to your school data and analyze the passing rates for each subgroup. What can you see? Identify a mayor area of concern. Use the data to state two hypotheses of the causes that give origin to the problem. Using and citing all the data that you analyzed, write a letter to your superintendent describing a mayor area of concern and describing three strategies you propose to implement in order to address the area of concern. Cite theory to support your ideas. Use the rubric to self-asses your assignment: compare what you wrote to the description of each item in the rubric. Make the changes needed. Write some reflections on this process of self-assessment.
ASSIGNMENT 1 – In Class Presentation: Saturday, September 7th, 2016 (15 points)
STAR 1 – Portfolio
Rubric for Assignment 1:
Meets expectations/ high level (14-15) Meets expectations (12-13) Needs more work (1-11)
FSE cover page is included, double space is used. There is a list of references. APA guidelines are used correctly for citations. There are no grammatical errors or misspellings. (Full credit) One of these items is missing: FSE cover page, double space, or a list of reference. APA guidelines are used correctly for most citations. One or two grammatical errors or misspellings. (-1 point.) Two or more of these items is missing: FSE cover page, double space, or a list of reference. APA guidelines are used incorrectly for most citations. Three or more grammatical errors or misspellings. (-2 points.)
School’s student achievement data is compared in detail with the whole district’s student achievement data. Achievement data per each subgroup are shown. (5 pts.) School’s student achievement data is compared with the whole district’s student achievement data only in general terms. Achievement data for a subgroup are missing. (3-4 pts.) School’s student achievement data is compared with the whole district’s student achievement data only in general terms and without showing the data. Achievement data for two or more subgroups are missing.(1-p)
Two hypotheses of the causes of a problem are clearly stated, explained, and supported with data. (4 pts.) Two hypotheses of the causes of a problem are listed and supported with data. (2-3 pts.) Two hypotheses of the causes of a problem are listed but not supported with data. Or only one hypothesis is explained and supported. (0-1 pt.)
A letter to a superintendent describes a mayor problem and supports it with data. It includes the hypotheses and three strategies to address the area of concern. The letter cites two authors for support. (5 pts.) A letter to a superintendent describes a mayor problem and supports it with some data. It includes the hypotheses and three strategies to address the area of concern. The letter cites one author for support. (2-4 pts.) A letter to a superintendent describes a mayor problem but does not support it with data. It includes the hypotheses and three strategies to address the area of concern. The letter does not cite theory for support. (0-1 pt.)
The rubric is used for self-assessment by highlighting the items, adding the points, and making changes to improve the paper. Reflections on the process of self-assessment are included. (1 pt.) The rubric is used for self-assessment by highlighting the items or adding the points. Changes to improve the paper are included. A one paragraph reflection on the process of self-assessment is included. (0.5 pt.) Two of these items are missing: the rubric with items highlighted, points added, changes to improve the paper are included, or a reflection on the process of self-assessment is included. (0 pt.)
My deepest apologizes! I know each of you made special arrangements to be in class on Saturday afternoon, August 27th at 1:30 and I respect you for being there. There was a critical emergency that I faced and was out of the country. I could not communicate my situation to anyone including YOU.
I will make this work. Please go to Blackboard and review your course syllabus and read the 3 assignments described in the syllabus.
• Immediately begin working on Assignment 1.
• Find student achievement data for your school and compare this data with your district data as a whole. Note differences in the percentage of passing rates.
• Look at the performance scores for each subgroup. What do you see? Then identify at least one area of major concern!
• Use data to state two hypotheses of the causes that give origin to the problem.
• Using the above information, write a letter to your superintendent describing a major area of concern. Include facts to back up your concern. Present three (3) strategies you propose to implement to address this concern. Cite theory to support your ideas.
Use the rubric in the syllabus to self-assess your assignment.
Be prepared to share in class on Saturday, September 10th, the school, the district, and the subgroup data using a power point (No more than 5 slides).
You will be asked to read the letter you prepared to send to your superintendent aloud in class on Saturday, September 10th. (Keep your letter short and to the point.)
Your entire in-class presentation should be no longer than 10 minutes.
Weekly Readings, Product Due Dates and Points:
Date Action Points
Week 1
August 22-August 28 • Print Syllabus
• Purchase Book: Stiggins &Chappuis (p. 5 in syllabus)
• First Class Session 8/27
• Begin work on Assignment 1 –be ready to present school student performance data, district data and your letter to the Superintendent on September 7th
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